Factors That Influence Word Learning

影响单词学习的因素

• 批准号: 7319431
• 负责人: MARY ALT
• 金额: $ 7.55万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7319431
• 关键词: Affect; Analysis of Variance; Cereals; Child; Child Language; Computers; Disadvantaged; Educational Intervention; Enrollment; Failure; Future; Gray unit of radiation dose; Hearing; Intervention; Language; Lead; Learning; Light; Link; Measurement; Measures; Memory impairment; Modeling; Names; Nature; Neuro-Oncological Ventral Antigen 2; Persons; Phonetics; Principal Investigator; Research; Rice; Risk; Semantics; Short-Term Memory; Source; Techniques; Testing; Theoretical model; Thinking; Work; lexical; long term memory; phonology; programs; skills; social; specific language impairment; visual information

DESCRIPTION: This study will measure the influence of working memory on how children with Specific Language Impairment (SLI) and typically developing children learn words. Working memory can be thought of as what happens in between when a person hears a new word, and when that word is stored as part of a long term memory. Although several models of working memory exist, Baddeley's (2003) working memory model is most often invoked to explain word learning deficits. Two components of this model (the phonological loop and the visuo-spatial sketchpad) have the potential to be sources of word learning problems for children with SLI. Verification of the source of word learning problems would lead to significantly different therapy plans. The results from this study will be a step toward developing fine-tuned intervention and educational plans for children who are at risk for academic failure. The specific aims of this proposal are: 1: To determine how manipulations of the phonological loop affect word learning (phonetic word form) in children with Specific Language Impairment. 2: To determine how manipulations of the visuo-spatial sketchpad affect word learning (semantic representation) in children with Specific Language Impairment. This research will enroll children with SLI and children with normal language skills. A computer game format will be used to test the children's skills on different word learning tasks. Measurements will be taken of both expressive and receptive, and lexical and semantic measures. Specific components of Baddeley's (2003) working memory model will be manipulated to see where problems lie for children with SLI. The main effects and proposed interactions will be tested via ANOVA. Results will be analyzed in light of this theoretical model. The long-term aim of this research is to gain a better understanding of how children, particularly those with SLI, learn words. This proposal seeks to identify specific problems related to word learning in order to eventually create focused, effective interventions for impaired children.

描述：这项研究将衡量工作记忆对儿童的影响 特定的语言障碍（SLI）和通常成长的儿童学习单词。 可以将工作记忆视为当一个人听到新词的情况以及该单词作为长期记忆的一部分时之间发生的情况。尽管存在几种工作记忆模型，但Baddeley（2003）的工作记忆模型通常被调用以解释单词学习缺陷。该模型的两个组成部分（语音循环和视觉空间素描板）有可能是SLI儿童的单词学习问题来源。验证单词学习问题的来源将导致明显不同的治疗计划。这项研究的结果将是针对有学术失败风险的儿童制定微调干预和教育计划的一步。该提案的具体目的是：1：确定语音循环的操纵如何影响具有特定语言障碍的儿童的单词学习（语音单词形式）。 2：确定对具有特定语言障碍儿童的语言学习（语义表示）的视觉空间素描杆的操纵。 这项研究将使患有SLI的儿童和具有正常语言技能的儿童。电脑游戏格式将用于测试儿童在不同单词学习任务上的技能。将对表达和接受性以及词汇和语义度量进行测量。 Baddeley（2003）的工作记忆模型的特定组成部分将被操纵，以查看SLI儿童的问题。主要影响和提出的相互作用将通过ANOVA进行测试。结果将根据这个理论模型进行分析。 这项研究的长期目的是更好地了解儿童，尤其是患有SLI的孩子，学习单词。该建议旨在确定与单词学习有关的特定问题，以最终为受损的儿童创建重点，有效的干预措施。